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ADDRESSING DIFFERENT LEARNING STYLES
1
The Interactive Lecture
BA 9200 Course Overview2
Desired Learning Levels
TeachingPhilosophy
Students Abilities Course Level and Scope
Write Course and Topic Objectives
Select Effective Teaching Methods
How Students Learn
The Lecture
Active LearningTesting and Grading
Learning Objectives3
After this session, you should be able to:
1.Explain the four dimensions of MBTI in your own words.2.Link personality types and learning preferences.3.Design an Interactive Lecture that incorporates various learning preferences among students.4.Create a concept map and an opening application.
Four Dimensions Underlying MBTI4
Dimension Option 1 Option 2
Energy Extravert“Learn by Speaking”
Introvert“Learning by
Thinking”
Four Dimensions Underlying MBTI5
Dimension Option 1 Option 2
Energy
Perception/ Data
Collection
Sensing“Why Before
What”
Intuitive“See the Big
Picture”
Four Dimensions Underlying MBTI6
Dimension Option 1 Option 2
Energy
DataCollect
Decision Making
Thinking“Show Me the Objectives ”
Feeling“Group Time”
Four Dimensions Underlying MBTI7
Dimension Option 1 Option 2
Energy
Perception / Data
Decisions
Preference Judger“Set Deadlines”
Perceptor“Procrastinator’s
Club”
Faculty and UG Business Student Comparisons
8
0%10%20%30%40%50%60%70%80%
Extravert Sensing Thinking Judging
UG Business Business Faculty Population
Breakdown of 16 Styles for Undergraudates
2 4
Relatively RareCombinations
Most Likely
13
9
IJ
IP
EP
EJ
ST SF NF NT
The Lecture Outline10
Introduction
Body
Summary
ThinkingState Objectives
Sensing (Why before What)Opening Application
Lecture Outline
Extravert25 minute rule
TAPPS
Introvert2 minute paperConcept map
The Introduction
Straight
Lecture
Interactive
Lecture
Introduction Them What You Are Going To Tell Them
Create Interest Plus Share Expectations Plus Tell Them
Body
Summary
11
Application-Opening (Hook) for Probability
Male Female Total
Promoted 80 40 120
Not Promoted
30 50 80
Total 110 90 200
12
Is there Gender Discrimination in promotions ?
Application-Opening (Hook) for Lecture on Cognitive Biases
13
From 1998 – 2001, in which year did the least plane crashes occur? The least deaths in such crashes?
Who Will Invest More? A Person Who Makes $50,000 or One Who Makes $40,000 Plus a $10,000 Bonus?
The Size of the State of Georgia Demo.
The Body
Straight
Lecture
Interactive
Lecture
Introduction Them What You Are Going To Tell Them
Create Interest Plus Share Expectations Plus Tell Them
Body Tell them Plus have them tell each other
Summary
14
The Lecture Outline15
Introduction
Body
Summary
ThinkingState Objectives
Sensing (Why before What)Opening Application
Lecture Outline
Extravert25 minute rule
TAPPS
Introvert2 minute paperConcept map
Extraverted Students and the 25-Minute Rule
16
Maximize Student-to-Student Interaction. Student Talk-Time.
Use Structured Small Group Exercises. Avoid “Free Rider” and “Rich Get Richer Effects.” Example: Thinking Aloud Paired Problem Solving (TAPPS)
17
Uses Explainer and Listener (Polite Questioner). Quiet Phase, Interaction, Teacher Closure. Explainer Explains Concept or Exercise. Listener Seeks Clarification, Disagrees, or Gives Hints.
Teacher Manages Learning Exercise.
Thinking Aloud Paired Problem Solving (TAPPS)
The Summary
Straight
Lecture
Interactive
Lecture
Introduction Them What You Are Going To Tell Them
Create Interest Plus Share Expectations Plus Tell Them
Body Tell them Plus have them tell each other
Summary Tell them you told them
Have them uncover key ideas
18
The Lecture Outline19
Introduction
Body
Summary
ThinkingState Objectives
Sensing (Why before What)Opening Application
Lecture Outline
Extravert25 minute rule
TAPPS
Introvert2 minute paperConcept map
Introverted Students and Concept Maps
20
What the teacher does:
Distribute a list of “Nodes” that describe topic.
Have students build a map using those Nodes plus any additional Nodes
they may wish to include.
Knowledge Nodes in Data Mining 21
Data Cleaning Data Visualization Outcome Period Discriminant Analysis Neural Networks Classification Trees Social Network Analysis Market Basket Analysis
Sample Time Frame Binary Dependent Validation Sample KS Test Initial Client Meeting Monitoring Reports Logistic Regression
Concept Map by a Student 22
24
Most Important Idea? Major Confusion? Relate to Previous Material? Value to Me (Student)? Develop a Prototype Question. How Am I (Teacher) Doing?
Introverted Students and the 2-Minute Paper
Additional Readings25
Brightman, H. and R. Hightower. “Improving Teaching in the EMBA Classroom: Some Empirical Findings”. Organizational Behavior Teaching Review, 14(1), pg. 115-130, 1989.
Brightman, H. “GSU Master Teacher Program – On Learning Styles”.
Myers, I. and M. McCaulley. Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Consulting Psychologists Press, Palo Alto, CA. 1985.
BA 9200 Course Overview26
Desired Learning Levels
TeachingPhilosophy
Students Abilities Course Level and Scope
Write Course and Topic Objectives
Select Effective Teaching Methods
How Students Learn
The Lecture
Active LearningTesting and Grading